In-Between Spaces and Urban Governance: ‘School Thresholds’ in Madrid

The article proposes the concept of the ‘school threshold’ as an urban space for social, cultural, andeducational exchange, connecting schools with their surrounding communities. It argues that these spaces canhumanize and make cities more welcoming, by transforming neighbourhoods through their adaptation. Thestudy analyses three cases in Madrid in detail, focusing on both physical changes and the processes involved,with governance identified as a key factor. Quantitative and qualitative data were collected through statistics,maps, plans, photographs, and interviews with stakeholders. The comparison of cases highlights diversesocial and physical contexts, and the evaluation delves into participant interactions from project conception toimplementation. The findings underscore the importance of school thresholds as strategic spaces for inclusiveand intersectional urban policies, particularly in vulnerable areas.